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Conole hertfordshire


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  • 1. Contemporary perspectives in e-learning research Gráinne Conole, University of Leicester University of Hertfordshire 21st March 12012
  • 2. Outline• The e-learning landscape• Affordances of new technologies• From Gutenberg to Zuckerberg• Learner experience• New pedagogies• Open practices• Teacher practice and paradoxes• Strategies for change – TheVLE as a Trojan horse – New approaches to design• Metaphors
  • 3. The e-learning landscape Emergent technologies and affordances Theory and methodology E-pedagogies, strategies and learning design Resources, OER and Pedagogical PatternsEvaluations Interventions
  • 4. Technological trends• Mobiles and e-books• Games-based learning & learning analytics• Gesture-based learning & the Internet of things• Personalised learning• Cloud computing• Ubiquitous learning• BYOD (Bring your own device)• Digital content• The flipped classroom
  • 5. Peer OpencritiquingUser Collectivegenerated aggregationcontentNetworked Personalised Social media revolution s/EvidenceNet/Conole_Alev The machine is us/ing us ou_2010.pdf
  • 6. Gutenberg to Zuckerberg• Take the long view• The web is not the net• Disruption is a feature• Ecologies not economics• Complexity is the new reality• The network is now the computer• The web is evolving• Copyright or copywrong• Orwell (fear) or Huxley (pleasure)
  • 7. Disruptive technologies• Characteristics – No central ownership – Ecology of abundance• Examples – The web – Napster – Malware
  • 8. Learner experience • Technology immersed • Learning approaches: task- orientated, experiential, just in time, cumulative, social • Personalised digital learning environment • Mix of institutional systems and cloud-based tools and services • Use of course materials with free resources Sharpe, Beetham and De Freitas, 2010
  • 9. The essence of learningReflection DialogueCollaboration Application
  • 10. A pedagogy framework Social InformationInformal Formal Experience Individual
  • 11. Mapping e-Pedagogies to technologiesPedagogies Technologies• Problem-Based Learning (PBL) • Virtual Worlds (VW)• Inquiry-Based Learning (IBL) • Google• Didactic (Did) • E-Books• Reflection (Ref) • Blogs, e-Portfolios• Dialogic Learning (Dial) • Discussion Forums (DF)• Collaboration (Collab) • Wikis• Assessment (Ass) • MCQs• Communities of Practice (CoP) • Google+• IBL – social • Twitter• User-Generated Content (UGC) • Youtube
  • 12. Social InformationInformal Formal Experience Individual
  • 13. IBL/Twitter Social PBL/VWCoP/Google+ Dial/forumDial/Skype Collab/WikiInformal FormalRef/Blog Ref/e-PortfolioIBL/Google Did/e-BookUGC/YouTube Individual Ass/MCQs
  • 14. Social InformationInformal Formal Experience Individual
  • 15. Ref/Blog Experience PBL/VWCoP/Google+ Ref/e-PortfolioDial/Skype Dial/ForumInformal FormalIBL/Twitter Coll/WikiIBL/Google Did/e-BookUGC/YouTube Information Ass/MCQs
  • 16. Mobile learning E-books Study calendars Learning resources Online modules Annotation tools Podcasting 16 Communication mechanisms
  • 17. Inquiry-based learning My communityThe Personal Inquiry projectInquiry-based learning acrossformal and informal settingsSharples, Scanlon et al.
  • 18. Virtual genetics lab The SWIFT project
  • 19. Promise and realitySocial and participatorymedia offer new ways tocommunicate andcollaborate Not fully exploitedWealth of free resourcesand tools Replicating bad pedagogy Lack of time and skills
  • 20. Open practicesOpen resources Open courses Pandora’s boxOpen scholarship Open research20
  • 21. Open resources
  • 22. Open coursesMassiveOpenOnlineCourse
  • 23. Open scholarship• Exploiting the digital network• New forms of dissemination and communication• Promoting reflective practice• Embracing the affordances of new technologies Weller:
  • 24. Open research
  • 25. Citation indicators
  • 26. Open accreditationPeer to Peer University OER University
  • 27. Teacher practices: paradoxes• Technologiesnot extensively used (Molenda)• Lack of uptake of OER (McAndrew et al.)• Little use beyond early adopters (Rogers)• Despite rhetoric and funding Pandora’s box little evidence of transformation (Cuban, Ehlers) 27
  • 28. TheVLEas a Trojan horse• VLEas a safe nursery slope• Shift from content to activities• Promote reflection and collaboration• MobileVLE• Integration with cloud computing
  • 29. Blackboard audit• Data – Online survey (260 returns) – Departmental visits• Key findings – Used as content repository and administration – Pockets of innovation – More support needed on effective design strategies – Tension between teaching and research – Usability issue
  • 30. Blackboard+ at LeicesterBB plus Google+ Maths video-lets Prof-casts History conundrum Voicethread
  • 31. Learning Design Shift frombelief-based, implicit approaches todesign- based,explicit approaches Learning Design A design-based approach to creation and support of courses Encouragesreflective,scholarly practicesPromotessharing and discussion
  • 32. Conceptualise What do we want to design, who for and why? Carpe Diem: 7Cs of learning Design Consolidate Evaluate and embed your design
  • 33. How to ruin a course
  • 34. Course featuresGroup A – not includedGroup B – used to some extentGroup C – significantly present
  • 35. Course map view
  • 36. Pedagogy profile view• Assimilative – Reading, viewing, listening• Information handling – Manipulating data• Communicative – Dialogic interactions• Productive – Creating an artefact• Experiential – Practicing, mimicking• Adaptive – Modeling or simulation
  • 37. Collaboration37
  • 38. Metaphors Ecologies SpacesMemes Rhizomes
  • 39. Ecologies• Co-evolution of tools and users• Niches colonisation of new habitats• Survival of the fittest
  • 40. MemesAn internet meme is somethingThat spreads like wildfire on theWeb (Blackmore)To describe the interaction What makes us differentwith digital technologies Is our ability to imitate The Internet allows for The unprecedented Spreading of ideas Issuesin terms of convergence of thought
  • 41. Spaces
  • 42. Rhizomes • A rhizome is a stem of a plant that sends out roots as it spreads. Describes the way that ideas are multiple, interconnected and self- replicating. A rhizome has no beginning or end like a learning process
  • 43. MSc in Learning Innovation Dissertation Case Studies of Innovation Research Design and Methods Learning Design Technology-Enhanced Learning
  • 44. 28 – 30th March 2012
  • 45. Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer Chapters available on dropbox